Discuss problems or issues with supervisors.

Discuss problems or issues with supervisors. is a detailed work activity in O*NET — a concrete unit of work shared across 16 occupations and seen in 26 occupation-specific tasks. It rolls up into the broader work activity Communicate with others about operational plans or activities. in Communicating with Supervisors, Peers, or Subordinates .

Detailed work activities are the most granular shared layer in O*NET's work-activity hierarchy (Generalized → Intermediate → Detailed → occupation-specific task). The figures below describe how this activity shows up across the economy and what independent studies measure about AI and this kind of work — not a prediction that the work will be automated.

AI exposure

Of the 26 tasks under this activity that the OpenAI / Eloundou “GPTs are GPTs” study rated, 5 (19%) are flagged as directly exposed to language models (E1) or exposed via model-powered tools (E2).

The Anthropic Economic Index observes real AI use on 18 of these tasks, with a mean mapped-usage share of 0.003% per task.

Exposure estimates overlap with model capabilities — whether a model could speed the task up — not whether the work will be done by software. Observed AI use is augmentation and assistance today, not jobs replaced.

Member tasks

Occupation-specific tasks O*NET maps to this detailed work activity, most important first.

• Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems. · Elementary School Teachers, Except Special Education · importance 4.5 · no direct exposure
• Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. · Kindergarten Teachers, Except Special Education · importance 4.4 · exposure with tools
• Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. · Preschool Teachers, Except Special Education · importance 4.4 · exposure with tools
• Meet with other professionals to discuss individual students' needs and progress. · Elementary School Teachers, Except Special Education · importance 4.4 · no direct exposure
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · Special Education Teachers, Middle School · importance 4.3 · no direct exposure
• Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems. · Special Education Teachers, Preschool · importance 4.3 · no direct exposure
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · Special Education Teachers, Secondary School · importance 4.3 · no direct exposure
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · Kindergarten Teachers, Except Special Education · importance 4.3 · no direct exposure
• Meet with other professionals to discuss individual students' needs and progress. · Kindergarten Teachers, Except Special Education · importance 4.2 · no direct exposure
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · Career/Technical Education Teachers, Middle School · importance 4.2 · no direct exposure
• Meet with other professionals to discuss individual students' needs and progress. · Special Education Teachers, Secondary School · importance 4.2 · no direct exposure
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · Middle School Teachers, Except Special and Career/Technical Education · importance 4.1 · no direct exposure
• Communicate behavioral observations and student progress reports to students, parents, teachers, or administrators. · Adapted Physical Education Specialists · importance 4.1 · direct LLM exposure
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · Career/Technical Education Teachers, Secondary School · importance 3.9 · no direct exposure
• Meet with other professionals to discuss individual students' needs and progress. · Career/Technical Education Teachers, Middle School · importance 3.9 · no direct exposure
• Meet with other professionals to discuss individual students' needs and progress. · Preschool Teachers, Except Special Education · importance 3.8 · no direct exposure
• Meet with other professionals to discuss individual students' needs and progress. · Career/Technical Education Teachers, Secondary School · importance 3.8 · no direct exposure
• Meet with supervisors to discuss students' grades or to complete required grade-related paperwork. · Teaching Assistants, Postsecondary · importance 3.7 · direct LLM exposure
• Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.7 · no direct exposure
• Meet with other professionals to discuss individual students' needs and progress. · Middle School Teachers, Except Special and Career/Technical Education · importance 3.7 · no direct exposure
• Notify superior when restoration of artifacts requires outside experts. · Museum Technicians and Conservators · importance 3.7 · no direct exposure
• Meet with other instructors to discuss individual students and their progress. · Self-Enrichment Teachers · importance 3.6 · no direct exposure
• Meet with other professionals to discuss individual students' needs and progress. · Secondary School Teachers, Except Special and Career/Technical Education · importance 3.6 · no direct exposure
• Meet with other professionals to discuss individual students' needs and progress. · Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors · importance 3.4 · no direct exposure
• Notify instructors of errors or problems with assignments. · Teaching Assistants, Postsecondary · importance 3.1 · direct LLM exposure
• Confer with parents, guardians, teachers, counselors, or administrators to resolve students' behavioral or academic problems. · Special Education Teachers, Kindergarten · no direct exposure

Occupations that perform this

• Elementary School Teachers, Except Special Education
• Kindergarten Teachers, Except Special Education
• Preschool Teachers, Except Special Education
• Special Education Teachers, Middle School
• Special Education Teachers, Preschool
• Special Education Teachers, Secondary School
• Career/Technical Education Teachers, Middle School
• Middle School Teachers, Except Special and Career/Technical Education
• Adapted Physical Education Specialists
• Career/Technical Education Teachers, Secondary School
• Teaching Assistants, Postsecondary
• Secondary School Teachers, Except Special and Career/Technical Education
• Museum Technicians and Conservators
• Self-Enrichment Teachers
• Adult Basic Education, Adult Secondary Education, and English as a Second Language Instructors
• Special Education Teachers, Kindergarten

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-discuss-problems-or-issues-with-supervisors,
  title  = {Discuss problems or issues with supervisors.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/detailed-activities/discuss-problems-or-issues-with-supervisors}
}